RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
SL.9-10.1d:Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented
SL.9-10.2:Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
W.9-10.2a: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Israel State Education Law (1953, adapted in the 2004 revision):
The goals of the state education are: (1) to educate people to love other human beings, love their nation and love their country, to be loyal Israeli citizens, who respect their parents and family, their heritage, their identity and their language; (2) to instill the principles that were mentioned in the Declaration of the State of Israel and the values of the state of Israel as a Jewish and democratic state; to develop respect toward human rights, the basic freedoms, democratic principles, rule of law, to the culture and views of others and to educate toward peace and tolerance between people and between nations. (see Resources - Texts above)
Canada Ministry of Education - Ontario Curriculum,
Canadian and World Studies:
Informed Citizenship, Citizenship Within the Global Context: analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality, terrorism)
English - Media Literacy:
To develop their media literacy skills, students should have opportunities to view, analyse, and discuss a wide variety of media texts and relate them to their own experience. They should also have opportunities to use available technologies to create media texts of different types (e.g., computer graphics, cartoons, graphic designs and layouts, radio plays, short videos, Web pages).
Academic Vocabulary
Discrimination: a behavior that treats people unequally because of their group memberships. Discriminatory behavior, ranging from slights to hate crimes, often begins with negative stereotypes and prejudices.
Prejudice: an opinion, prejudgment or attitude about a group or its individual members. A prejudice can be positive, but in our usage refers to a negative attitude. Prejudices are often accompanied by ignorance, fear or hatred. Prejudices are formed by a complex psychological process that begins with attachment to a close circle of acquaintances or an "in-group" such as a family.
Stereotype: an exaggerated belief, image or distorted truth about a person or group — a generalization that allows for little or no individual differences or social variation. Stereotypes are based on images in mass media, or reputations passed on by parents, peers and other members of society. Stereotypes can be positive or negative. Stereotypes are qualities assigned to groups of people related to their race, nationality and sexual orientation, etc.
Lesson One - Introduction Activity
1.1 Turn-and-Talk Discussion
Essential Questions
What are stereotypes?
Can they be beneficial?
Could they become harmful?
The Foundation of Stereotypes The ability to distinguish friend from foe helped early humans survive, and the ability to quickly and automatically categorize people is a fundamental quality of the human mind. Categories give order to life, and every day, we group other people into categories based on social and other characteristics. How Do We Learn Prejudice? Social scientists believe children begin to acquire prejudices and stereotypes as toddlers. Many studies have shown that as early as age 3, children pick up terms of racial prejudice without really understanding their significance. Soon, they begin to form attachments to their own group and develop negative attitudes about other racial or ethnic groups, or the "out-group." Early in life, most children acquire a full set of biases that can be observed in verbal slurs, ethnic jokes, and acts of discrimination. How Are Our Biases Reinforced?
Once learned, stereotypes and prejudices resist change, even when evidence fails to support them or points to the contrary.
Briefly introduce the term, “stereotype,” and ask students to define it. (A stereotype can be defined as an overly simple picture/description/opinion of a group. When we make assumptions about a particular group, our assumptions are often influenced by these simple “pictures” in our heads— stereotypes.)
Ask these questions about stereotypes to get students thinking about their use:
Why do you think people use stereotypes? What’s in it for them?
When do you think people use stereotypes?
1.2 Who Am I?
Each student will choose a celeb name or alias, so that they may remain anonymous and be more willing to share their true feelings. Only the teacher will be able to identify the students.
Pair/Share and Discussion: What's surprises me looking at our LINO board? What are my feelings looking at our LINO board?
Summary: Stereotypes should be avoided because they generalize groups of people in manners that lead to discrimination and ignore the diversity within groups.
Open Mindedness Having an open mind is both positive and healthy. When we approach choices, judgments, and opinions with open minds, we are likely to find that nothing is altogether good or true and nothing is altogether bad or false. When we reject contradictions or refuse to hear the other side of a story, we are closing our minds. It is very difficult to convince prejudiced people that their beliefs are not true. Often these people will register triumph over your argument by pointing out one particular case where their beliefs have been upheld. This makes it impossible to reason with them. Understanding and Realizing Differences Our thinking habits are often geared toward putting things into categories based on similarities. It is hard to wrestle with a world in which no two things are alike. There are similarities, but we must not overlook the differences. When we look for the good in others, we will find that is far outweighs the bad. The ability to understand difference is to recognize, sympathetically, the beliefs and differences of others without necessarily embracing them. Source: Cultural Diversity Resource Book. Washington State University Cooperative Extension. September 1992.
Essential Question: How can we foster a climate of acceptance and intercultural understanding?
Our Team
Overview
What is your purpose? (e.g., informative, entertaining, persuasive)
Target audience
Assumed Pre-Requisites
Message Conveyed
Key Content
Our Values
Major Creative Techniques
Resources:
VideosWebsites
Texts
The authors also recommend the AACRAO presentation of Israeli education to provide a context for the Israeli education system.
Instructional Plan
Standards
Academic Vocabulary
Lesson One - Introduction Activity
1.1 Turn-and-Talk DiscussionEssential Questions
The Foundation of Stereotypes
The ability to distinguish friend from foe helped early humans survive, and the ability to quickly and automatically categorize people is a fundamental quality of the human mind. Categories give order to life, and every day, we group other people into categories based on social and other characteristics.
How Do We Learn Prejudice?
Social scientists believe children begin to acquire prejudices and stereotypes as toddlers. Many studies have shown that as early as age 3, children pick up terms of racial prejudice without really understanding their significance.
Soon, they begin to form attachments to their own group and develop negative attitudes about other racial or ethnic groups, or the "out-group." Early in life, most children acquire a full set of biases that can be observed in verbal slurs, ethnic jokes, and acts of discrimination.
How Are Our Biases Reinforced?
Once learned, stereotypes and prejudices resist change, even when evidence fails to support them or points to the contrary.
Briefly introduce the term, “stereotype,” and ask students to define it. (A stereotype can be defined as an overly simple picture/description/opinion of a group. When we make assumptions about a particular group, our assumptions are often influenced by these simple “pictures” in our heads— stereotypes.)
Ask these questions about stereotypes to get students thinking about their use:
1.2 Who Am I?
Each student will choose a celeb name or alias, so that they may remain anonymous and be more willing to share their true feelings. Only the teacher will be able to identify the students.
1.3 Let's Explore Our Stereotypes (with LINO)
http://linoit.com/users/myriamda/canvases/Let%27s%20Explore%20our%20stereotypes%21%20
- On at least one sticky note, write about a group/nation/country/religion that you hold stereotypes toward.
- You may add visuals to reinforce your statement.
OR / AND Fill this questionnaire:https://docs.google.com/forms/d/1K6LkQurrNvYcOJ0LUm54Qwy93cQEeuwajaPd8DxehQ0/edit?usp=sharing
1.4 Pair/Share and Class Discussion
Lesson Two – What defines us? (A)
Example:
Reflection: Which stereotypes could be identified in the popup comments?
Lesson three – What defines us? (B)
Muslim high schools students in Canada, Dr Diane Watt, University of Ottawa
http://www.youtube.com/watch?v=NQHM9h4edgA
http://www.youtube.com/watch?v=yRxcEs3brv8
http://www.youtube.com/watch?v=RnckeNX7V9Y
http://www.youtube.com/watch?v=Fyy3pWhqo74
http://www.youtube.com/watch?v=Od_47DjObvc
http://www.youtube.com/watch?v=bF9k46yRmhk
http://www.youtube.com/watch?v=P1PfuhCt3R0
- Class split in same three to four student groups:
Pair Share: How do I feel? What would I like to ask those girls? How are we similar/different? Would I like to be their friend?==
==
Lesson four – Let's Create a Public Service Announcement (PSA)
- Each group will produce a 20 second "OPINION" movie
Question: How can we help others identify their personal stereotypes?Assignment:
Film a PSA (public service announcement)? Use your cellphone or Screencast-O-Matic
Example
Lesson five – Wrap up ACTIVITY
Open Mindedness
Having an open mind is both positive and healthy. When we approach choices, judgments, and opinions with open minds, we are likely to find that nothing is altogether good or true and nothing is altogether bad or false. When we reject contradictions or refuse to hear the other side of a story, we are closing our minds. It is very difficult to convince prejudiced people that their beliefs are not true. Often these people will register triumph over your argument by pointing out one particular case where their beliefs have been upheld. This makes it impossible to reason with them.
Understanding and Realizing Differences
Our thinking habits are often geared toward putting things into categories based on similarities. It is hard to wrestle with a world in which no two things are alike. There are similarities, but we must not overlook the differences. When we look for the good in others, we will find that is far outweighs the bad. The ability to understand difference is to recognize, sympathetically, the beliefs and differences of others without necessarily embracing them.
Source: Cultural Diversity Resource Book. Washington State University Cooperative Extension. September 1992.